Week |
Subject |
Related Preparation |
1) |
15.UNIT She went to Shanghai.
New words
The complement of state-1
Particle ‘了’ confirming the compketion or realization
of smonething
Reduplication of the verb
Numeration for numvers from 100-10,000 |
New Practical Chinese Reader Textbook-2 |
2) |
15.UNIT She went to Shanghai.
Saying hello
Confirming that something has happened
Commenting on one’s actions
Changing money at the bank
Describing a place one has visited
Methods of constructing Chinese characters-1
|
New Practical Chinese Reader Textbook-2 |
3) |
16.UNIT I forgot it.
New words
The pronoun “自己”
The simple directional comolement
The “把” sentence-1
The time-measure complement-1 |
New Practical Chinese Reader Textbook-2 |
4) |
16.UNIT I forgot it.
Filling out forms
Borrowing books
Returning books
Making new friends
Leaving and coming back in a moment
Methods of constructing Chinese characters-2 |
New Practical Chinese Reader Textbook-2 |
5) |
17.UNIT This dress is prettier than that one.
New words
The combined usage of particle “了” with particle “了”
Particle “了” to express an extent or degree
Verbs “来、去、到,etc.” With time-measure
complement |
New Practical Chinese Reader Textbook-2 |
6) |
17.UNIT This dress is prettier than that one.
The “的” phrase-1
Comparison using the preposition “比” -1
The complement of quantity
Describing things |
New Practical Chinese Reader Textbook-2 |
7) |
17.UNIT This dress is prettier than that one.
Comparing things
Buying clothes
Methods of constructing Chinese characters-3 |
New Practical Chinese Reader Textbook-2 |
8) |
MIDTERM |
Başarının Yolu 1-2
Road to Success 1-2 |
9) |
18.UNIT I understood it, but I forgot.
New words
The measure word Ā些āand preposition “往”
The pronoun “咱们” and ”大家”
The resultative complement
The “把” and “是” sentences |
New Practical Chinese Reader Textbook-2 |
10) |
18.UNIT I understood it, but I forgot.
At the post office
Discribing things
Uncertainty
Reminding
Taking the bus
Methods of constructing Chinese characters-4 |
New Practical Chinese Reader Textbook-2 |
11) |
19.UNIT Chinese painting is not like oil paiting
New words
The structure “还没˄有˅+ V+ 呢”
Ā好ā as a resultative complement
Question with “是不是” -2
The structdure Ā来+ V/VPā
The time-measure complement-2 |
New Practical Chinese Reader Textbook-2 |
12) |
19.UNIT Chinese painting is not like oil paiting
Using “跟……˄不˅一样” to make a comparison
Sentences with serial verb phrases -2: means or
manner
Saying goodbye
Comparing things
Talking about hobbies
Expressing a duration of time
Methods of constructing Chinese characters-5 |
New Practical Chinese Reader Textbook-2 |
13) |
20.UNIT New year
New words
The construction “因为……所以……,或者,……的时候”
Elliptical questions with “呢”-2
Adverbs “又” and “再” -1 |
New Practical Chinese Reader Textbook-2 |
14) |
20.UNIT New year
The six basic functional components of a Chinese
sentence
Sentences with a verbal predicate -1
Asking for reasons
Hurrying somebody up
New Year’s greetings
Methods of constructing Chinese characters-6 |
New Practical Chinese Reader Textbook-2 |
15) |
FINAL |
New Practical Chinese Reader Textbook-2 |
16) |
FINAL |
New Practical Chinese Reader Textbook-2 |
|
Program Outcomes |
Level of Contribution |
1) |
Physiotherapy defines the basic medical sciences concepts and principles related to physiotherapy and rehabilitation evaluation processes, basic elements and methodological application principles. |
2 |
2) |
He/She lists clinical evaluation tools and methods by analyzing the collected information about evaluation in physiotherapy according to reasoning and problem solving processes. |
2 |
3) |
Explain the indications, contraindications, side effects and intervention strategies of the physiotherapy approaches and the mechanisms used to cope with functional disability and possible intervention methods. Sorts the near and far term targets according to functional levels. |
2 |
4) |
It is based on the physiotherapy information related to the general health of the service area. It defines the health and lifestyle profile, deficiencies, body structure and function, activity-participation level of the person and determines the evaluation and treatment priorities in this direction. |
2 |
5) |
With the data obtained from physiotherapy assessments, it creates and implements an individual-oriented physiotherapy intervention plan in accordance with the diagnosis of physiotherapy by using information literacy, evidence-based clinical decision-making processes. |
1 |
6) |
It applies to the service area the exercise program planned as well as consultancy in the protection and development of health outside the disease states. |
3 |
7) |
Develops a scientific research proposal about physiotherapy and rehabilitation. |
1 |
8) |
He leads the clinical practice in accordance with the quality standards in the process of establishment and management of the institutions / organizations / centers providing physiotherapy and rehabilitation services. |
1 |
9) |
As a physical therapist, he works with his colleagues and professionals from different disciplines. |
2 |
10) |
Evaluates information sources with a critical approach by adapting to new conditions, learning new ideas, developing new ideas, and giving importance to quality. |
1 |
11) |
By using professional information sources and physiotherapy techniques effectively, it reaches information, adopts positive attitude and behavior model and determines learning objectives. |
2 |
12) |
Uses effective communication skills by respecting the confidentiality of service areas from a biopsychosocial point of view during physiotherapy evaluation and interventions. |
2 |
13) |
It adopts the ethical, deontological and legal framework for the collection, recording and reporting of necessary data during the physiotherapy evaluation and interventions. |
3 |
14) |
Observes the rights and responsibilities of the physicians in physiotherapy and rehabilitation practices and acts in accordance with the legislation and professional ethics rules in cooperation with the related disciplines. |
2 |
15) |
Physiotherapist takes responsibility with the understanding of interdisciplinary cooperation while preserving its identity, consciousness and professional autonomy. |
2 |